Energy from Offshore Wind (Teacher Guide) by NEED Project

Energy From Offshore Wind

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Teacher Guide

Hands-on, critical thinking and language arts activities that help intermediate students to develop a comprehensive understanding of wind formation, wind energy, electricity generation from wind, and offshore wind developments.

Grade Level:

Pri

Int

Ele

Sec Subject Areas:

Intermediate

Science

Social Studies

Math

Language Arts

Technology

Careers

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.

Teacher Advisory Board Constance Beatty Kankakee, IL

Leslie Lively Porters Falls, WV

La’Shree Branch Highland, IN

Melissa McDonald Gaithersburg, MD

Jim M. Brown Saratoga Springs, NY

Paula Miller Philadelphia, PA

Mark Case Randleman, NC

Hallie Mills St. Peters, MO

Lisa Cephas Philadelphia, PA

Jennifer Mitchell Winterbottom Pottstown, PA

Nina Corley Galveston, TX Samantha Danielli Vienna, VA Shannon Donovan Greene, RI Michelle Garlick Long Grove, IL Michelle Gay Daphne, AL Nancy Gifford Harwich, MA Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL DaNel Hogan Tucson, AZ Greg Holman Paradise, CA Barbara Lazar Albuquerque, NM Robert Lazar Albuquerque, NM

Monette Mottenon Montgomery, AL Mollie Mukhamedov Port St. Lucie, FL

Permission to Copy NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Teacher Advisory Board In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standards-based energy curriculum and training.

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Cori Nelson Winfield, IL Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Libby Robertson Chicago, IL Amy Schott Raleigh, NC Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

Energy From Offshore Wind Table of Contents Energy From Offshore Wind was developed by The NEED Project in partnership with the Dominion Energy Charitable Foundation.

 Energy From Offshore Wind Kit 2 Alligator Clips 1 Analog anemometer 1 Digital anemometer 30 Binder clips 1 Compass 1 Genecon 1 Roll masking tape 2 Multimeters 30 Pencils 75 Snow cone cups 1 Box straight pins 100 Extra-long straws 30 Small straws 1 Wind vane Sound meter 1 Teacher Guide and 1 Student Guide

 KidWind™ Kit Materials Blade materials sheets (balsa and corrugated plastic sheets) 150 Dowels 10 Airfoil blades 10 Hubs 2 Tower and base setups 2 Geared nacelles 1 Power output pack 2 Gear sets 1 Sandpaper sheet 1 Multimeter Blade pitch protractor

Standards Correlation Information

Materials

Teacher Guide

Offshore Wind Energy Bingo Instructions

Rubrics for Assesment

Wind Energy Assessment

Digital Anemometer Master

Forms of Energy Master

4-Blade Windmill Template Master

Genecon Activities

Measuring Electricity Master

Basic Measurement Values in Electronics Master

Turbine Assembly Instructions

Benchmark Blade Template

Offshore Wind Turbine Diagram Master

Offshore Wind Energy Bingo

Applicable SOLs for Activities

Online Resources

Evaluation Form

NEED gratefully acknowledges the following Teacher Advisory Board members for their work on the Offshore Wind Curriculum:

La’Shree Branch Samantha Danielli Shannon Donovan Nancy Gifford

Energy From Offshore Wind Teacher Guide

www.NEED.org

Robert Griegoliet Cori Nelson Tom Spencer

Standards Correlation Information www.NEED.org/educators/curriculum-correlations/

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

Energy From Offshore Wind Teacher Guide

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Energy From Offshore Wind Materials ACTIVITY

MATERIALS IN KIT

ADDITIONAL MATERIALS NEEDED

Measuring Wind Speed

Pencils Snow cone cups Extra-long straws Straight pins Masking tape

Wind Can Do Work

Extra-long straws Small straws Binder clips Straight pins Masking tape

Large foam cups approximately 14 cm tall Rulers Hole punches Markers

Introduction to Electricity

Dowels Hubs Masking tape Turbine tower set-up (assembled)* Genecon Alligator clips

Poster board Small light bulb (3.8 V, 0.3 A) in socket Battery (any 1.5-volt AAA, AA, or D) Fan Glue

Wind Blade Investigations

Dowels Hubs Blade pitch protractor Sandpaper Masking tape Multimeters

Turbine tower set-ups (assembled)* Blade materials (flat balsa sheets, corrugated plastic sheets)

Extra/alternative blade materials Scissors Fan(s) Pennies (or other mass) Rulers Glue

Blade Aerodynamics

Turbine tower set-ups (assembled)* Hub Dowels

Airfoil blades Masking tape Blade pitch protractor Multimeter

Glue Fan

Anemometer Wind vane Compass

Hole punches Markers Scissors Stopwatches or timer Rulers String or thread Paper clips Fan(s) Scissors

Offshore Wind Developer Proposal

Colored pencils Highlighters Sticky notes Chart paper (optional)

Offshore Wind Turbine Challenge

Recycled or found materials such as cardboard, cups, plastic containers, foam, paper, straws, etc. Glue, tape, or fasteners

Scissors and construction tools as needed Large tub or aquarium Water Sand Fan

Bubble wrap Padded paper Cotton batting Noise maker toy Cardboard boxes

Tape Other insulation materials (optional) Rulers Scissors

Sound Waves and Whales

Sound level meter

*See pages 27-28 for turbine tower assembly instructions.

NOTE: You can build your own turbine towers using PVC pipe.

For directions, visit www.energy.gov/eere/education/downloads/building-basic-pvc-wind-turbine.

Energy From Offshore Wind Teacher Guide

www.NEED.org

Teacher Guide Grade Level Intermediate, grades 6-8

8 Web Resources The American Clean Power Association www.cleanpower.org

Coastal Virginia Offshore Wind www.dominionenergy.com/ projects-and-facilities/windpower-facilities-and-projects/

Bureau of Ocean Energy Management www.boem.gov

Energy From Offshore Wind is an inquiry-based unit with Teacher and Student Guides containing comprehensive background information on wind energy, electricity generation, and offshore wind development. Through hands-on inquiry investigations, nonfiction text, and critical thinking activities, students will learn about the physics of wind and how we harness wind’s energy today onshore and offshore. The kit that accompanies this curriculum contains most of the materials necessary to conduct the activities and investigations. Please refer to page 5 of the Teacher Guide for a complete list of materials included in the kit and additional materials needed to conduct the activities.

Time The sequence of lessons was designed for use in a 45-50 minute class period. In this setting, the unit will take approximately 2-3 weeks, if done in its entirety.

Energy Information Administration

Science Notebooks

www.eia.gov

Throughout this curriculum, science notebooks are referenced. If you currently use science notebooks or journals, you may have your students continue using them. A rubric to guide assessment of student notebooks can be found on page 20 in the Teacher Guide.

EIA Energy Kids www.eia.gov/kids

U.S. Department of Energy Wind Energy Technologies Office https://energy.gov/eere/wind/ wind-energy-technologies-office

U.S. Department of Energy WindExchange

In addition to science notebooks, student worksheets have been included in the Student Guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to use these instead of science notebooks. Or, as appropriate, you may want to make copies of worksheets and have your students glue or tape the copies into their notebooks.

2Preparation

https://windexchange.energy.gov

Become familiar with the Teacher and Student Guides. It is suggested that the teacher conduct the hands-on activities before assigning them to students.

 Additional Resources

Gather the materials needed to conduct the activities. A list of materials by activity can be found on page 5 of the Teacher Guide.

NEED has several guides and activities that can support and enhance the content covered in this unit. Visit shop.NEED.org for free downloads of the titles below and many more! Intermediate Energy Infobook Intermediate Energy Infobook Activities Energy Games and Icebreakers Energy Live! Wind Curriculum

: Technology Connection

&Background

These activities also work nicely with probewear in the technology-savvy classroom. Use Vernier’s Energy Sensors to measure output of turbines, www.vernier.com.

Make copies of the student worksheets as needed.

Activity 1: Introduction to Wind  Objective Students practice making observations using their senses.

Procedure 1. Students should read Introduction to Wind on pages 2-4 in the Student Guide. 2. Take the class outside to make their own wind observations. In their science notebooks, students should use reference objects in the environment to record visual cues in words and/or sketches. 3. Back inside the classroom, have students share their observations with each other and write a paragraph about their observations.

Energy From Offshore Wind Teacher Guide

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Activity 2: Measuring Wind Speed  Objective Students will be able to measure wind speed and direction.

 Materials FOR EACH STUDENT OR PAIR

 Materials FOR THE CLASS

5 Snow cone cups 1 Pencil 2 Extra-long straws 1 Straight pin Masking tape Hole punch Marker Stopwatch or timer Scissors Ruler Build an Anemometer worksheet, Student Guide page 19

Anemometer Wind gauge Wind vane Compass

Procedure 1. Students should review Measuring Wind Direction and Speed on page 5 in the Student Guide. 2. Students will use the Build an Anemometer worksheet for directions to build their anemometers. 3. Teach students how to use their anemometers and other wind measuring tools. Directions for the anemometer are found on page 21 of the Teacher Guide, project as needed. 4. Bring students outside with their anemometers and science notebooks, along with the wind measuring tools included in the kit. If possible, allow students to spread out to different areas of the campus to record wind speed and direction and the time each measurement is taken. Students should record data and observations in their science notebooks, and compare readings from various tools. 5. Return to class and discuss with students their observations. Were there differences in wind speed around the school grounds? Why might that be? Why might it be important to consider time during measurements?

Energy From Offshore Wind Teacher Guide

www.NEED.org

Activity 3: Wind Can Do Work  Objective Students will be able to explain and diagram how wind can do work.

 Materials FOR EACH STUDENT OR PAIR

 Materials FOR THE CLASS

1 Large foam cup (approximately 14 cm tall) 1 Extra-long straw* 1 Small straw 1 Binder clip 2-3 Straight pins Ruler Hole punch Marker 50 cm String or thread Paper clips Masking tape Scissors Forms of Energy master, Teacher Guide page 22 4-Blade Windmill Template, Teacher Guide page 23 Wind Can Do Work worksheet, Student Guide page 20

Fan(s) *NOTE: The extra-long straw is long enough for two windmills when cut in half.

Procedure 1. Have students read Introduction to Energy on pages 6-7 in the Student Guide. 2. Using the Forms of Energy master, discuss energy transformations with students. 3. Using directions from the Wind Can Do Work worksheet, students should build windmills. 4. Students should diagram their windmill assembly and trace the energy transformations that occur in this system. 5. Encourage students to investigate the question, “What is the maximum amount of paper clips that can be lifted all of the way to the top of the windmill shaft?” Students should record data and observations in their science notebooks.

 Extension Students can redesign the windmill to see if they can produce more work from the system. This can also become a class competition.

Energy From Offshore Wind Teacher Guide

www.NEED.org

Activity 4: Introduction to Electricity  Objective Students will be able to describe how electricity is produced.

 Materials FOR ACTIVITY Poster board Dowels Hubs Glue Masking tape 1 Turbine tower, assembled (see Preparation below) Genecon

1 Bulb (3.8V, 0.3A) in socket with leads 1 Battery (any 1.5-volt AAA, AA, or D) 1 Fan 2 Alligator clips Genecon Activities, page 24 Observing a Genecon worksheet, Student Guide page 21

 Materials FOR TURBINE ASSEMBLY 20” Wood towers Tower stand sets (1 locking disc, 3 base legs, 1 leg insert) Turbine nacelle Hex driveshafts Motor mount (2 bolts, 4 wing nuts, 4 nuts, 8 screws, 2 motor mounts (blue), 1 wind turbine motor with wires, 1 hi-torque motor with wires)

Turbine gear pack (3 gear keys, 1 8-tooth gear, 1 16-tooth gear, 1 32-tooth gear, 1 64-tooth gear, 1 wooden spool) Turbine Assembly Instructions, Teacher Guide pages 27-28 Benchmark Blade Template, Teacher Guide page 29

2 Preparation Assemble at least one turbine tower (you will need both for Activity 6) using the Turbine Assembly Instructions and the materials listed above. A Vimeo© video showing assembly instructions can be viewed at https://vimeo.com/114691934 or by visitng www.vernier.com. Using poster board, dowels, hubs, glue, and tape, create your own set of benchmark blades using the blade template. Familiarize yourself with the Genecon. Download a PDF of activities and investigations that further explore the Genecon by visiting www.nadascientific.com/pub/media/PDF/Catalog/N99-B-2637-002_Manual.pdf.

Procedure 1. Have students read Electricity on pages 8-9 in the Student Guide. 2. Demonstrate with the Genecon the difference between a motor and a generator. Use page 24 in the Teacher Guide for more detailed instructions. Students can take notes in their science notebooks or use the Observing a Genecon worksheet. 3. Explain to students that they will be working in teams to design the most efficient turbine blades possible. To do this, they will first investigate isolated variables using “benchmark” blades. It is recommended that all of the students make blades out of poster board before changing the blade materials in the fifth blade investigation. Demonstrate the benchmark blades by showing yours to the students using the turbine tower set-up.

 Extension For additional Genecon activities, please refer to the Genecon booklet, at the web address above.

Energy From Offshore Wind Teacher Guide

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Activity 5: Wind Blade Investigations  Objective Students will investigate the effect of blade variables on electrical output and design blades to achieve the optimum electrical output.

 Materials FOR INVESTIGATIONS Dowels Flat balsa sheets Corrugated plastic sheets Visual voltmeter Hubs Blade pitch protractor Sandpaper

Glue Scissors Pennies, or other masses Poster board 2 Turbine tower set-ups (assembled) Benchmark Blade Template, Teacher Guide page 29 Blade investigations worksheets, Student Guide pages 24-30

Extra/alternative blade materials Masking tape Multimeters Rulers Fan(s)

 Materials FOR TURBINE ASSEMBLY 20” Wood towers Tower stand sets (1 locking disc, 3 base legs, 1 leg insert) Turbine nacelle

Hex driveshafts Motor mount (2 bolts, 4 wing nuts, 4 nuts, 8 screws, 2 motor mounts (blue), 1 wind turbine motor with wires, 1 hi-torque motor with wires)

Turbine gear pack (3 gear keys, 1 8-tooth gear, 1 16-tooth gear, 1 32-tooth gear, 1 64-tooth gear, 1 wooden spool)

2 Preparation If you haven’t done so already, construct the turbine towers as directed on pages 27-28 of the Teacher Guide, using the materials listed above. BLADE MATERIALS: It is recommended that the benchmark blades be made of poster board or similar, which is not included in the kit. Some balsa and corrugated plastic sheets have been included in your kit, but anything can be used as blade materials. You may want to gather your own materials, or have students bring in different materials, before Blade Investigation #5. Gather remaining materials and set up investigation stations.

Procedure 1. Students should read Offshore Wind and Electricity Generation and Offshore Turbine Technology on pages 10-14 in the Student Guide. 2. Teach students how to use the multimeters and voltmeter to measure electricity. Resources for measuring electricity can be found on pages 25-26 in the Teacher Guide and pages 22-23 in the Student Guide. 3. Divide students into small groups. Each group should be given their own hub and blade materials. 4. Have students complete each blade investigation. The investigations have been designed to build upon each other and should be done in order in a gradual release model. When groups are ready to test their blades they can put their hub onto the tower. Blade Investigation #1—Exploring Blade Pitch (Student Guide, page 24) Blade Investigation #2—Exploring Number of Blades (Student Guide, page 25) Blade Investigation #3—Exploring Surface Area (Student Guide, page 26) Blade Investigation #4—Exploring Mass (Student Guide, page 27) Blade Investigation #5—Designing Optimum Blades (Student Guide, page 28) Blade Investigation #6—Investigating Gear Ratios (Student Guide, page 29)

WIND TURBINE MANAGEMENT TIP: NEED’s Energy From Offshore Wind kit has two towers and ten hubs. In your classroom you can set up two testing stations using the towers provided. Each student group should receive their own hub, and they can use this to prepare their blade investigations. When they are ready to test their designs, students can bring their hub over to the tower and connect it to the generator. WARNING: When removing hubs from the generator, students need to be careful not to pull the generator out of the nacelle, so that gears remain connected.

 Extensions Have students investigate what happens to the electrical output when a load and/or resistors are added to the circuit. Explore aerodynamics using airfoil blades and the worksheet on page 30 of the Student Guide.

Energy From Offshore Wind Teacher Guide

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Activity 6: Offshore Wind Developer Proposal  Objective Students will be able to describe offshore wind energy. Students will be able to list advantages and disadvantages of offshore wind energy. Students will be able to describe challenges developers face when trying to site an offshore wind farm. Students will be able to identify community stakeholders and their possible opinions on developing offshore wind.

 Materials Colored pencils Highlighters Sticky notes Chart paper or digital chart

Internet access (optional) Offshore Wind Turbine Diagram master, page 30 Maps and proposal worksheets, Student Guide pages 31-41

2 Preparation Prepare copies of the maps and the design worksheet for each student. It will be helpful to copy the maps in color. You may also opt to prepare digital copies that you may link to, for students to view from a tablet or computer screen. Where possible, it may also be helpful to have students use online mapping systems like www.eia.gov, Google Earth, or https://www.northeastoceandata.org/data-explorer/. Prepare copies of the Offshore Wind Development Project worksheets for each student group. Preassign students into groups or “development teams.”

Procedure 1. Ask students to review the student text sections on wind turbines and wind farms as well as considerations for siting. Review the master and make a list of considerations you might think of when building wind turbines offshore. 2. As a class, make a list on chart paper or on the board of all the things wind developers might have to consider or tackle when trying to find and build a site offshore. Keep this list visible for the class as they proceed through the activity. 3. Display each of the maps. Explain to students that they will be comparing and synthesizing the information on each of the maps. Take time to discuss what each map is showing, as needed. 4. Ask the class to individually go through the maps and use highlighters and/or colored pencils to identify possible locations for 3-5 turbines. Once they have identified locations they will complete the Developer Proposal Worksheet, by marking off two possible GOOD locations in GREEN with numbers 1 and 2. They will label two possible POOR locations in RED using the numbers 3 and 4. In the bottom half of the page, they will write one sentence describing why they would or would not select this location, using information from their maps. 5. After students have completed their individual work, explain that developers often work as teams to share the workload and cost of getting a large project started. Put students into their new development teams. Explain that each group will have a team meeting, where they will each discuss and propose their two good and two poor locations. Each group should appoint one member to take notes on chart paper as each team member discusses their options. As a group, the team will then debate and pick the best spot from each member’s proposals. The group should mark their location on the Offshore Wind Development Project worksheet with a yellow star and list at least three reasons why this location is the winner on their chart paper. 6. Remind students that the water offshore can be leased like an apartment or car, but consideration must be given to the interests of everyone who lives off of the water, works there, owns property nearby, cares for the local environment, and enjoys recreation there. Developers need to gather input from these stakeholders so the design of the project will have the fewest impacts that could be of concern. As developers, they must be able to make sure power is produced and money is made, most people are happy, and the environment will not suffer. On the second page of the project worksheet, groups must identify their possible stumbling blocks. First, they must list types of wildlife they might expect to be in the region. Second, they will list four community stakeholders that might have an opinion on the placement of their project. For each community stakeholder, groups must write 1-2 sentences describing the stakeholder’s opinion. 7. Hold a class developer conference. Ask each group to share their top locations. Are there any similarities? Why were some locations selected over others? Are there any spots that should be eliminated? Why? 8. Discuss each groups’ stakeholder opinions. Ask the class how they might decide which stakeholder’s opinion is most important? Ask the class what other maps, data, or information they might have to consider that were not included in the activity? ©2021 The NEED Project

Energy From Offshore Wind Teacher Guide

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CONTINUED ON NEXT PAGE

 Extensions Gather a list of current grid-connected, research, and proposed offshore facilities. Ask students to map these sites and compare them to their proposed projects. Identify any areas that were and were not selected and discuss possible reasoning. Have students research wildlife that live around their proposed sites (birds, bugs, plants, fish, mammals). Have students determine the distance to shore from their proposed sites using proportions and a map scale.

Activity 7: Offshore Wind Turbine Challenge  Objectives Students will be able to construct a model to represent the structure of a fixed foundation offshore wind turbine. Students will be able to identify the challenges present in constructing offshore wind facilities and transporting the electricity to where it is needed.

 Materials Recycled or found materials such as cardboard, cups, plastic containers, foam, paper, straws, etc. Various adhesives and fasteners Scissors and/or box cutters Construction tools as needed Large tub or aquarium

Water Sand Fan Offshore Wind Turbine Design Challenge worksheet, Student Guide pages 42-45

2 Preparation Gather sample supplies from a recycle bin, garbage receptacle, and/or art supply cabinet. Decide if you wish to provide an array of items for students to choose from, or if you prefer students to mindfully select their own “found” materials once they have had a chance to plan and design. It will likely be helpful to be sure to provide plastic straws or similar to get students in the right frame of mind for the tower. Paper copies of the 4-Blade Windmill Template from Activity 3 might also be useful if you are encouraging the design process to process more quickly. Fill a tub with sand and water and make sure to set up the fan so that air can be directed over the top edge of the container to the models you will test. Make sure the fan is kept at a constant distance and speed while testing. If desired, make your own model to set as a benchmark for students to aim to “beat.” For quick design, a simple plastic pinwheel is a great option with which to begin. Make a copy of the worksheet for each student. If desired, pre-select student groupings.

Procedure 1. Discuss the objective as a class. Allow students to get into groups to discuss their design strategies. If necessary, preview the objective a few days before beginning to allow students to gather supplies from home based on their group’s thoughts. 2. Review the student text on offshore wind and wind development. 3. Review the process of basic engineering and design, if needed. Encourage students to research other offshore wind turbine information. 4. Clarify any design questions students may have based on the design parameters on the student worksheet. You may add additional objectives to increase the difficulty level for students who need more of a challenge. See the additional challenge ideas in the extensions on the next page. 5. Provide students ample time to build and test their structure, evaluate problem areas, and spend time reengineering the model until it meets the design specifications.

Energy From Offshore Wind Teacher Guide

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6. After completing the activity, debrief with students and discuss what they learned. Let groups share their models and talk about their design and engineering processes they worked through. What did students learn about offshore wind turbines from building their models? How do their findings correlate to the real-world? What types of careers are involved in designing, building, and maintaining these structures? What additional challenges would they have if they needed to generate and transport electricity from their model to shore? 7. If time allows, ask students to pick an extension challenge from below and describe how they would alter their design to meet the challenge. Provide materials and extra time as allowable.

 Extensions Models must incorporate weightlifting. Each design should lift paper clips a specified number of centimeters. Add more paper clips with each successful trial. Have students calculate the work done by their model. Students should build their models to scale. Students must test and create a planning grid for their turbines so that they can arrange as many in the tub without compromising their ability to generate power from the wind. Incorporate additional challenges to represent different offshore conditions for foundations: deep water, different seafloor geology, heavy waves, etc.

Activity 8: Sound Waves and Whales & Background Students will add sound reflecting and/or absorbing materials to the inside of a box, then measure how well it reduces the sound level of a noise producing device.

 Objectives Students will be able to describe sea life conservation efforts during offshore wind farm construction. Students will be able to describe how sound waves can be reflected and absorbed to reduce noise. Students will compare their designs to bubble curtains used underwater.

 Materials FOR THE CLASS

 Materials FOR EACH STUDENT GROUP

Bubble wrap Padded packing paper Cotton batting Rulers Scissors Sound level meter Sound maker such as a toy, tone generator app, or digital metronome (constant sounds may work better with the meter) Play money (optional)

Identical cardboard shoe boxes or similar Rolls of tape Sound Waves and Whales student worksheet, Student Guide pages 46-47

2 Preparation Familiarize yourself with the Teacher and Student Guides. Make one copy of the Sound Waves and Whales worksheet for each student. Procure the materials needed from the list above and set up a construction center for the students. Students may be enlisted to help provide boxes from home. Place your students in groups of three. Decide each group’s budget limit. Gather play money and divide it up for groups to use. (optional)

Energy From Offshore Wind Teacher Guide

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Procedure 1. Introduce this activity to your students by asking them to share experiences they have had being near a loud construction site. Ask them if they have ever observed an animal reacting to loud noises (a dog when fireworks are going off, for example.) Now, imagine construction going on underwater and machines drilling into the sea floor. Would this sound impact marine life? They may recall times when fish were bothered by tapping on the fish tank or when they had to keep quiet while on a fishing trip. 2. Distribute the worksheets to the students. 3. Review the procedure for the activity with the class, along with any group work and lab safety rules you may have. Discuss how their designs will be tested. 4. Show the class the materials in the construction center. 5. Distribute one box to each group. Make sure students have rulers, scissors, and tape. 6. Instruct the groups to create a preliminary plan and to decide the type and amount of materials they want to work with. Students should complete the cost section of their worksheets. 7. Have a representative from each group go to the construction center to get the materials for which they have budgeted. The teacher should act as the construction center manager to distribute materials to the groups. NOTE: Having students devise a plan and “budget” for the amount of supplies needed often helps to reduce the “buffet” mentality when students approach the construction center. Consider enacting stricter limits on what students may take if supplies are limited. 8. Give groups a specific amount of time (30 minutes to one hour) to sound-proof their box. 9. When groups are finished, put the sound level meter 12 inches away from the noise generator and have students record the decibel level. Then, they will place the noise generator inside their box and measure the sound level again with the meter outside the box. 10. Instruct students to complete the data and conclusion sections of their worksheets. 11. Encourage students to compare their boxes with other groups. Discuss the effectiveness and the cost of each design. 12. Discuss other materials the groups could have used that might have worked to absorb sound. 13. Ask students to compare this activity to the bubble curtain that will be installed underwater. How is their device similar? How does sound travel differently underwater than in air? Are different creatures affected differently by how sound travels in each medium?

 Extensions Have students devise an experiment to amplify the sound instead of reducing it. How does this change the design and materials used? For an added challenge, assign the groups a maximum budget for construction. Have students survey their own homes, school, and community for examples of acoustic engineering. Where are sound waves absorbed in quiet spaces? (Carpeting in library, for example.) Where are sound waves reflected? (Band shell, stage, or music room.)

Activity 9: Offshore Wind Stakeholder Role Play  Objectives Students will be able to consider multiple points-of-view regarding an issue. Students will be able to cite the major considerations when selecting an area for a floating offshore wind farm.

 Materials Offshore Wind Stakeholder Role Play, pages 48-51

2 Preparation Make copies of the role play information for each student. Decide which role(s) you will assign and the students to which you will assign them. Decide which roles you will group together as having similar perspectives.

Energy From Offshore Wind Teacher Guide

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Procedure 1. Introduce the activity and explain that students are to conduct the discussion from the point-of-view of their stakeholder, regardless of whether those perspectives match their own. 2. Provide some quiet, individual work time while students work through the advantages and challenges of an offshore wind farm and develop their individual stakeholder’s point-of-view. 3. Place students in their first stakeholder gathering groups. Allow enough discussion time for each group to have a firm understanding about how their members’ points-of-view support each other. 4. Allow students to mix into their own second stakeholder gathering groups or assign them to groups. Allow them enough time to fill in the information about the other stakeholders in their group. Each group will vote whether to approve the offshore wind development and will elect one representative to present the discussion and decision to the rest of the class. 5. Reconvene as a class and allow students sufficient time to discuss their decisions and come to a consensus as a class as to whether the offshore wind farm will be allowed.

Activity 10: Wind Careers  Objectives Students will be able to describe careers associated with the wind industry.

 Materials Wind Careers—Personal Profile Page, Student Guide, page 52 Internet access

Procedure 1. Make a copy of the worksheet for each student. 2. Give each student the Wind Careers—Personal Profile Page. Students will fill out the worksheet thinking about their current and future skills, and what interests them. 3. Have students first look at the list of offshore wind careers in the Student Guide. Then have students search the web for open positions. Students can also search specific wind company and utility websites for jobs. 4. Students should identify several jobs that they might be interested in and briefly list why each job stood out to them while completing their profile sheet. 5. Students should choose one job and write a cover letter or create a short pitch video explaining to the company why they would like the position and why they think the job would be a good fit.

Energy From Offshore Wind Teacher Guide

www.NEED.org

Assessment and Evaluation  Objective Students will demonstrate their understanding of wind turbines and wind energy.

 Materials Copies of the Offshore Wind Energy Assessment for each student, Teacher Guide page 20 Offshore Wind Energy Bingo, Teacher Guide page 31

Procedure 1. Give students the Offshore Wind Energy Assessment. You may also choose to do this at the beginning and end of the unit as a pre/post test. Discuss answers as needed. 2. As a formative assessment tool, play Offshore Wind Energy Bingo with the students. Instructions are found on pages 17-18. 3. Assess student responses and work using the rubrics on page 19. 4. Evaluate the unit using the Evaluation Form on page 35 and return it to NEED.

Wind Energy Assessment Answer Key 1) c

2) c

3) b

4) a

5) b

6) a

7) b

8) d

9) d

10) b

 Language Arts Extensions Visit shop.NEED.org to find plays and rock song lyrics relating to wind energy, efficiency and conservation, and renewable energy sources. These are fun reinforcement extensions for your class that also provide an outreach opportunity for your students to perform for and teach students at younger levels. Download each title at shop.NEED.org. Energy on Stage Energy Live!

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Offshore Wind

BINGO

Instructions

Get Ready Duplicate as many bingo sheets (found on page 31) as needed for each person in your group. In addition, decide now if you want to give the winner of your game a prize and what the prize will be.

Get Set Pass out one bingo sheet to each member of the group.

Offshore Wind Bingo is a great icebreaker for a NEED workshop or conference. As a classroom activity, it also makes a great introduction to an energy unit.

2Preparation

5 minutes

PART ONE: FILLING IN THE BINGO SHEETS

Time

Give the group the following instructions to create bingo cards: This bingo activity is very similar to regular bingo. However, there are a few things you’ll need to know to play this game. First, please take a minute to look at your bingo sheet and read the 16 statements at the top of the page. Shortly, you’ll be going around the room trying to find 16 people about whom the statements are true so you can write their names in one of the 16 boxes. When I give you the signal, you’ll get up and ask a person if a statement at the top of your bingo sheet is true for them. If the person gives what you believe is a correct response, write the person’s name in the corresponding box on the lower part of the page. For example, if you ask a person question “D” and they give you what you think is a correct response, then go ahead and write the person’s name in box D. A correct response is important because later on, if you get bingo, that person will be asked to answer the question correctly in front of the group. If they can’t answer the question correctly, then you lose bingo. So, if someone gives you an incorrect answer, ask someone else! Don’t use your name for one of the boxes or use the same person’s name twice. Try to fill all 16 boxes in the next 20 minutes. This will increase your chances of winning. After the 20 minutes are up, please sit down and I will begin asking players to stand up and give their names. Are there any questions? You’ll now have 20 minutes. Go! During the next 20 minutes, move around the room to assist the players. Every five minutes or so tell the players how many minutes are remaining in the game. Give the players a warning when just a minute or two remains. When the 20 minutes are up, stop the players and ask them to be seated.

45 minutes Bingos are available on several different topics. Check out these resources for more bingo options! Download these titles for free in PDF format by visiting shop.NEED.org. Biomass Bingo—Energy Stories and More Change a Light Bingo—Energy Conservation Contract Coal Bingo—Coal guides Energy Bingo—Energy Games and Icebreakers

PART TWO: PLAYING BINGO

Energy Efficiency Bingo— School Energy Experts and School Energy Managers

Give the class the following instructions to play the game:

Hydrogen Bingo—H2 Educate

When I point to you, please stand up and in a LOUD and CLEAR voice give us your name. Now, if anyone has the name of the person I call on, put a big “X” in the box with that person’s name. When you get four names in a row—across, down, or diagonally—shout “Bingo!” Then I’ll ask you to come up front to verify your results.

Hydropower Bingo— Hydropower guides

Let’s start off with you (point to a player in the group). Please stand and give us your name. (Player gives name. Let’s say the player’s name was “Joe.”) Okay, players, if any of you have Joe’s name in one of your boxes, go ahead and put an “X” through that box.

Oil and Natural Gas Bingo— Oil and Natural Gas guides

When the first player shouts “Bingo,” ask them to come to the front of the room. Ask them to give their name. Then ask them to tell the group how his bingo run was made, e.g., down from A to M, across from E to H, and so on.

Nuclear Energy Bingo— Nuclear guides

Science of Energy Bingo— Science of Energy guides Solar Bingo—Solar guides Transportation Bingo— Transportation guides Wind Bingo— Wind guides

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Now you need to verify the bingo winner’s results. Ask the bingo winner to call out the first person’s name on their bingo run. That player then stands and the bingo winner asks them the question which they previously answered during the 20-minute session. For example, if the statement was “can name two renewable sources of energy,” the player must now name two sources. If they can answer the question correctly, the bingo winner calls out the next person’s name on their bingo run. However, if they do not answer the question correctly, the bingo winner does not have bingo after all and must sit down with the rest of the players. You should continue to point to players until another person yells “Bingo.”

OFFSHORE WIND

ANSWERS

A. Has used wind energy for transportation

B. Knows how tall an offshore wind turbine can be

C. Can name two renewable energy sources other than wind

D. Can explain how wind is formed

E. Knows what an anemometer does

F. Can describe how electricity is transported from offshore to the coast

G. Can name two factors to consider when siting an offshore wind farm

H. Knows how electricity is generated by a wind turbine

K. Can describe the wake effect

L. Knows the energy efficiency of a wind turbine

O. Knows the name of the foundation pole used in shallow, sandy waters

P. Knows what a gear box does

Has seen a modern wind turbine

M. Can name the location of the first U.S. offshore wind farm

Knows how wind speed is measured

N. Can name two myths many people believe about wind turbines

buried underwater cables

wind speed and consistency, wildlife, public opinion, access to grid, seafloor geology, etc.

K meters per second, with anemometer

ask for location/description

N Rhode Island

The sun heats Earth’s land and water surfaces differently. Warm air rises, cool air moves in.

biomass geothermal hydropower solar

500 ft or more (currently > 800 ft)

measures wind speed

Sailboat Sailboard etc.

BINGO

The Betz Limit is 59% for wind, When air exiting a turbine is today’s wind turbines are about turbulent and/or slowed down 25-45% efficient.

O Noisy, unpredictable, expensive, interferes with TV and communication signals, etc.

Turbine spins a shaft, which spins a generator producing electricity

P Monopile

Connects low-speed shaft to high-speed shaft and increases the rotational speeds to produce electricity

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Rubrics for Assesment Inquiry Explorations Rubric This is a sample rubric that can be used with inquiry investigations and science notebooks. You may choose to only assess one area at a time, or look at an investigation as a whole. It is suggested that you share this rubric with students and discuss the different components.

SCIENTIFIC CONCEPTS

SCIENTIFIC INQUIRY

DATA/OBSERVATIONS

CONCLUSIONS

Written explanations illustrate accurate and thorough understanding of scientific concepts.

The student independently conducts investigations and designs and carries out his or her own investigations.

Comprehensive data is collected and thorough observations are made. Diagrams, charts, tables, and graphs are used appropriately. Data and observations are presented clearly and neatly with appropriate labels.

The student clearly communicates what was learned and uses strong evidence to support reasoning. The conclusion includes application to real life situations.

Written explanations illustrate an accurate understanding of most scientific concepts.

The student follows procedures accurately to conduct given investigations, begins to design his or her own investigations.

Necessary data is collected. Observations are recorded. Diagrams, charts, tables, and graphs are used appropriately most of the time. Data is presented clearly.

The student communicates what was learned and uses some evidence to support reasoning.

Written explanations illustrate a limited understanding of scientific concepts.

The student may not conduct an investigation completely, parts of the inquiry process are missing.

Some data is collected. The student may lean more heavily on observations. Diagrams, charts, tables, and graphs may be used inappropriately or have some missing information.

The student communicates what was learned but is missing evidence to support reasoning.

Written explanations illustrate an inaccurate understanding of scientific concepts.

The student needs significant support to conduct an investigation.

Data and/or observations are missing or inaccurate.

The conclusion is missing or inaccurate.

Culminating Project Rubric This rubric may be used with the Siting and Permitting a Wind Farm activity starting on page 26 of the Teacher Guide, or for any other group work you ask the students to complete.

CONTENT

ORGANIZATION

ORIGINALITY

WORKLOAD

Project covers the topic indepth with many details and examples. Subject knowledge is excellent.

Content is very well organized and presented in a logical sequence.

Project shows much original thought. Ideas are creative and inventive.

The workload is divided and shared equally by all members of the group.

Project includes essential information about the topic. Subject knowledge is good.

Content is logically organized.

Project shows some original thought. Work shows new ideas and insights.

The workload is divided and shared fairly equally by all group members, but workloads may vary.

Project includes essential information about the topic, but there are 1-2 factual errors.

Content is logically organized with a few confusing sections.

Project provides essential information, but there is little evidence of original thinking.

The workload is divided, but one person in the group is viewed as not doing a fair share of the work.

Project includes minimal information or there are several factual errors.

There is no clear organizational structure, just a compilation of facts.

Project provides some essential information, but no original thought.

The workload is not divided, or several members are not doing a fair share of the work.

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Offshore Wind Assessment Name__________________________________________

Date______________________

1. The energy of moving molecules, electrons, and substances is called ___________________ energy.

a. potential

b. elastic

c. kinetic

d. electrical

2. Renewable energy sources provide what percentage of total U.S. energy consumption?

a. 0.1-4%

b. 5-10%

c. 11-20%

d. 21-30%

c. jet streams

d. climate change

3. The energy in wind comes from ___________________ .

a. ocean currents

b. solar radiation

4. The area of the ocean floor that will be used for most offshore wind development on the East Coast of the United States is called the __________________ .

a. continental shelf

b. continental rise

c. abyssal plain

d. continental slope

5. Which of these is NOT a major factor when considering the type of foundation for an offshore wind turbine?

a. water depth

b. color of the turbine

c. seafloor geology and soil conditions

d. size of the turbine

6. An instrument that measures wind speed is a/an ___________________ .

a. anemometer

b. wind vane

c. multimeter

d. aerometer

7. A device that uses electromagnetism to produce electricity is called a/an ___________________ .

a. motor

b. generator

c. electrometer

d. turbine

8. A wind turbine converts ___________________ .

a. potential energy to electrical energy

b. kinetic energy to potential energy

c. chemical energy to kinetic energy

d. motion energy to electrical energy

9. Which items are considered when siting the location for an offshore wind turbine or wind farm?

a. wind speed

b. wildlife

c. ship traffic

d. all of the above

10. The area that houses the gear box and generator on a wind turbine is called the ___________________ .

a. gear landing

b. nacelle

c. hub

d. substation

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MASTER

Digital Anemometer An anemometer measures the speed of moving air, most often wind speed. You will be using it to calculate the speed of air moving through a vent.

Operating Instructions 1. Turn the anemometer on by depressing and holding the “mode” button. The device should power up in a few seconds. 2. To change the units for measuring wind speed, depress and hold the “mode” button until the speed unit flashes. 3. Depress “set” to get the desired wind speed unit. 4. To change from ºC to ºF or vice -versa, remove the yellow cover from the device, turn it over, and use a push-pin or straightened paper clip to depress the “C/F” button on the back. 5. The device will also show the Beaufort Scale for the wind speed, as a series of pointed blocks stacking upon each other.

BEAUFORT NUMBER

NAME OF WIND

LAND CONDITIONS

WIND SPEED (MPH)

Calm

Smoke rises vertically

Less than 1

Light air

Direction of wind shown by smoke drift but not by wind vanes

1-3

Light breeze

Wind felt on face, leaves rustle, ordinary wind vane moved by wind

4-7

Gentle breeze

Leaves and small twigs in constant motion, wind extends light flag

8 - 12

Moderate breeze

Wind raises dust and loose paper, small branches move

13 - 18

Fresh breeze

Small trees and leaves start to sway

19 - 24

Strong breeze

Large branches in motion, whistling in wires, umbrellas used with difficulty

25 - 31

Near gale

Whole trees in motion, inconvenient to walk against wind

32 - 38

Gale

Twigs break from trees, difficult to walk

39 - 46

Strong gale

Slight structural damage occurs, shingles and slates removed from roof

47 - 54

Storm

Trees uprooted, considerable structural damage occurs

55 - 63

Violent storm

Widespread damage

64 - 63

Hurricane

Widespread damage, devastation

What is the Beaufort Scale? In 1805, Sir Francis Beaufort of the Royal Navy developed the scale to help sailors estimate wind speed for settings sails based on visible effects of winds. The scale describes wind effects seen on land or at sea and assigns a value of 0 to 12 according to the force applied by the wind. The higher the number, the stronger (faster) the wind.

Greater than 72

Portrait by Stephen Pearce of Sir Francis Beaufort; c. 1855-1856, oil painting

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MASTER

Forms of Energy All forms of energy fall under two categories:

POTENTIAL

KINETIC

Stored energy and the energy of position (gravitational).

The motion of waves, electrons, atoms, molecules, and substances.

CHEMICAL ENERGY is the energy stored in the bonds between atoms in molecules. Gasoline and a piece of pizza are examples.

RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Light and x-rays are examples.

NUCLEAR ENERGY is the energy stored in the nucleus or center of an atom – the energy that holds the nucleus together. The energy in the nucleus of a plutonium atom is an example.

THERMAL ENERGY or heat is the internal energy in substances – the vibration or movement of atoms and molecules in substances. The heat from a fire is an example.

ELASTIC ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples. GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. A child at the top of a slide is an example. 22

MOTION is the movement of a substance from one place to another. Wind and moving water are examples. SOUND is the movement of energy through substances in longitudinal waves. Echoes and music are examples. ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples. ©2021 The NEED Project

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4-Blade Windmill Template Procedure 1. Cut out the square. 2. Cut on the dotted, diagonal lines. 3. Punch out the four black holes along the side (being careful to not rip the edges) and the black hole in the center. 4. Follow the directions on the Wind Can Do Work worksheet to complete the windmill.

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Genecon Activities Teacher Demonstration: Generator vs. Motor Activity used with permission from Adventures with the GENECON Hand Operated Generator, by Gary W. Nahrstedt.

 Objectives Students will be able to describe how a generator converts kinetic energy into electrical energy. Students will be able to describe how a motor converts electrical energy into kinetic energy.

 Materials Genecon with output cord 1 Bulb (3.8V, 0.3A) in socket with alligator clips 1 Battery (any 1.5-volt AAA, AA, or D) 1 Turbine tower (see Turbine Assembly Instructions on pages 27-28 of the Teacher Guide) 1 Fan 2 Alligator clips Benchmark blades

Procedure PART ONE 1. Plug the output cord into the back of the Genecon. Connect the leads of the Genecon to one of the bulb sockets using the alligator clips provided in the kit. 2. Slowly turn the rotary handle of the Genecon with increasing force until the bulb lights. What do you notice about the bulb? How is it affected by the turning speed of the handle? 3. Rotate the handle in the opposite direction. What do you notice? Caution: excessively rotating the handle may burn out the bulb or strip the gears, damaging the unit. PART TWO 1. Replace the light bulb with a dry cell battery, with the two alligator clips making contact with the opposite ends of the battery. Now what happens? PART THREE 1. Attach alligator clips to the leads of the turbine. Then attach the clips to the leads of the Genecon. 2. Face the turbine blades into the fan and watch the Genecon as the turbine blades spin. What happens to the Genecon? Change the speed of the fan faster and slower. What do you notice?

&Background Information: Why Does the Genecon Work? In the first part of the demonstration, the Genecon acts as a generator. A generator is a device that converts kinetic energy into electrical energy. When the handle is turned, the bulb lights. You should notice that the bulb becomes brighter as the handle is turned more rapidly. In general, the brighter the bulb, the more voltage the Genecon is producing. The bulb will light when the handle turns in either direction, although the polarity is reversed (see Activity 17 in the Genecon PDF booklet listed on page 9 of this guide). In the second part of the demonstration, the Genecon acts as a motor—a device that converts electrical energy into kinetic energy. The battery converts chemical energy into electrical energy to turn the handle (kinetic energy). In the third part of the demonstration, the Genecon again acts as a motor. Electrical energy from the wall outlet powers the fan (kinetic energy). The wind (kinetic energy) is captured by the turbine blades and they spin (kinetic energy). The spinning motion generates electrical energy that flows through the leads from the turbine to the Genecon. This electrical energy provides the power to turn the handle (kinetic energy). Notice the speed of the turning handle corresponds to the speed of the power source—the spinning blades. A motor and a generator are essentially the same device—the direction of the electrical flow determines what the device is called. Motor: electrical energy in, kinetic energy out. Generator: kinetic energy in, electrical energy out.

 Assessment Questions 1. Lighting the bulb demonstrates a series of energy conversions. Describe as many as you can. 2. Write a paragraph describing how a motor works.

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Measuring Electricity Multimeters are tools used to measure electricity. The multimeter allows you to measure current, resistance, and voltage, and displays the reading numerically. When using a multimeter it should be noted that some measurements will never “stay still” at a single repeatable value. This is the nature of the variables being monitored in some circumstances. For example, if you were to measure the resistance between your two hands with the ohmmeter setting on the multimeter (megohm range—millions of ohms), you would find that the values would continuously change. How tightly you squeeze the metal probes and how “wet” or “dry” your skin might be can have a sizable effect on the reading that you obtain. In this situation you need a protocol or standardized method to allow you to record data. We recommend that you discuss with your class the variability of measurement and let them come up with a standard for collecting data. They may decide to go with the lowest reading, the highest reading, or the reading that appears most frequently in a certain time period.

Digital Multimeter

(NOT USED)

Directions DC VOLTAGE 1. Connect RED lead to VΩmA jack and BLACK to COM. 2. Set ROTARY SWITCH to the highest setting on the DC VOLTAGE scale (1000). 3. Connect leads to the device to be tested using the alligator clips provided. 4. Adjust ROTARY SWITCH to lower settings until a satisfactory reading is obtained. 5. With the water turbine, usually the 20 DCV setting provides the best reading.

DC CURRENT MUST INCLUDE A LOAD IN THE CIRCUIT - NOT NECESSARY FOR THESE ACTIVITIES 1. Connect RED lead to VΩmA jack and BLACK to COM. 2. Set ROTARY SWITCH to 10 ADC setting. 3. Connect leads to the device to be tested using the alligator clips provided. Note: The reading indicates DC AMPS; a reading of 0.25 amps equals 250 ma (milliamps). YOUR MULTIMETER MIGHT BE SLIGHTLY DIFFERENT FROM THE ONE SHOWN. BEFORE USING THE MULTIMETER, READ THE OPERATOR’S INSTRUCTION MANUAL INCLUDED IN THE BOX FOR SAFETY INFORMATION AND COMPLETE OPERATING INSTRUCTIONS.

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MASTER

Basic Measurement Values in Electronics SYMBOL

VALUE

METER

UNIT

Voltage (the force)

Voltmeter

Volt

Current (the flow)

Ammeter

Ampere

Resistance (the anti-flow)

Ohmmeter

Ohm

1 ampere = 1 coulomb/second 1 coulomb = 6.24 x 1018 electrons (about a triple axle dump truck full of sand where one grain of sand is one electron)

Prefixes for Units Smaller

(m)illi x 1/1 000 or 0.001 (µ) micro x 1/1 000 000 or 0.000 001 (n)ano x 1/100 000 000 or 0.000 000 001 (p)ico x 1/1 000 000 000 000 or 0.000 000 000 001

Bigger

(k)ilo x 1,000 (M)ega x 1,000,000 (G)iga x 1,000,000,000

Formulas for Measuring Electricity V=IxR I = V/R R = V/I

The formula pie works for any three variable equation. Put your finger on the variable you want to solve for and the operation you need is revealed.

Series Resistance (Resistance is additive) RT= R1 + R2 + R3… +Rn

Parallel Resistance (Resistance is reciprocal) 1/RT= 1/R1 + 1/R2+ 1/R3… +1/Rn Note: ALWAYS convert the values you are working with to the “BASE unit.” For example, don’t plug kiloohms (kΩ) into the equation— convert the value to ohms first.

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Turbine Assembly Instructions You Will Need 3 Legs 1 Center hub 1 Locking disc 1 Wood tower Nacelle (pre-assembled) Gears 12 Hole crimping hub Blades

Tower Assembly Center Hub

Leg

Wood Tower Locking Disc

1. Lock one leg onto the center hub. 2. Attach the two other legs in the same way. 3. Slide the locking disc on to the tower about 3 inches. 4. With the teeth of the locking disc pointing down, insert the tower into the center hub, locking the tower in place.

Turbine Nacelle 1. The turbine nacelle comes pre-assembled as part of the NEED wind kit. The hub, gears, and motor can be removed and rearranged, depending on the investigation.. See page 28 for directions on changing gears.

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Turbine Nacelle

Turbine Gears and Motors 1. The 16-, 32-, or 64-tooth gear will lock into the small Hex-Lock. You can choose to mount the gear on either side of the nacelle, but we recommend mounting your gears on the side of the nacelle opposite from the hub. This makes it easier to interchange gears and manipulate your blade pitch. 2. You will now need to move your DC motor up or down so that the pinion gear (the smallest gear in a drive train) meshes with the gear on the hub.

64-tooth Gear

32-tooth Gear

16-tooth Gear

Hex-Lock

NOTE: If you are using the largest gear size, you will notice that it will only fit with regular nuts under the motor mounts, as wing-nuts are too tall. If you are using the smallest gear size, you will have to use regular nuts above the motor mounts. Give the hub a spin to make sure that the gear turns and rotates the small pinion gear on the motor.

Use the nuts to adjust the motor up and down so the gears mesh.

USING THE 16-TOOTH GEAR (SMALLEST RATIO) Since the 16-tooth gear is so small, it is challenging to get the generator high enough in the main body to mesh gears. In order to use this small ratio, you have to use the thinner generator. Remove the upper half of the motor mount and slide a small cardboard or folded paper shim in between the generator and the main body housing. You will have to adjust the width of this shim to get the gears to mesh perfectly. Tighten the nuts below the motor mount to secure the generator in place. If the gears do not mesh well, adjust your shim.

Adding the Hub and Blades 1. The HEX shaped driveshaft allows you to connect the Hex-Lock to the driveshaft. If you mount your gears or a weightlifting spool on the back of the nacelle, it will not slip on the driveshaft.

Hub Quick-Connect

2. The Hex-Lock allows you to quickly interchange and lock gears in place on the driveshaft. Your gear will fit snugly onto this adapter. Slide the Hex-Lock and your gear up the driveshaft right behind the hub, as shown in the picture. Again, be sure to line up the main drive gear with the pinion attached to your DC motor. 3. The completed nacelle will slide right onto your tower. You can secure the nacelle in place by screwing in one or two more small screws in the holes at the bottom of the nacelle.

Hub

4. Turn the knob on the front of the hub to loosen the two hub sides. Do not turn the knob too far or the hub will separate completely. 5. Place the blades into the slots. Tighten the hub to hold the blades in place.

Video Assembly Instructions Vernier and KidWind teamed up to provide a short video showcasing turbine assembly from beginning to end. The Vimeo© video can be found on Vernier’s website, www.vernier.com, and also by visiting https://vimeo.com/114691934.

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MASTER

Offshore Wind Turbine Diagram

Max Height:

~800ft to 900ft

Swept Area:

1.3 million ft3

Blade Rotor Hub Nacelle Blade Length: 354ft

Tower

Rotor Diameter: 728ft

Transition Piece

Tower:

*452ft to 492ft

Service operation vessel

Autonomous Underwater Vehicle (AUV)

Foundation Water Depth: 80ft - 150ft+

Electricity Cables

Generation Capacity: 14MW

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OFFSHORE WIND ENERGY BINGO A. Has used wind energy for transportation

B. Knows the average cost per residential kilowatt-hour of electricity

C. Can name two renewable energy sources other than wind

D. Can explain how wind is formed

E. Knows what an anemometer does

F. Can name two forms of energy

G. Can name two factors to consider when siting a wind farm

H. Knows how electricity is generated by a wind turbine

K. Has experienced the wind tunnel effect

L. Knows the energy efficiency of a wind turbine

O. Has been to a power plant

P. Knows what a gear box does

ME ME NA ME ME

ME NA www.NEED.org

ME NA

Energy From Offshore Wind Teacher Guide

ME ME NA

ME NA

NA NA NA

N. Can name two myths many people believe about wind turbines

M. Can name two uses of windmills

Knows how wind speed is measured

Has seen a modern wind turbine

Applicable Virginia SOLs Grade 6 6.1 The student will demonstrate an understanding of scientific and engineering practices by

PS.9 The student will investigate and understand that there are basic principles of electricity and magnetism. Key ideas include

a. asking questions and defining problems b. planning and carrying out investigations

a. electric circuits transfer energy;

c. interpreting, analyzing, and evaluating data

b. magnetic fields cause the magnetic effects of certain materials;

d. constructing and critiquing conclusions and explanations

c. electric current and magnetic fields are related; and

e. developing and using models

d. many technologies use electricity and magnetism.

f. obtaining, evaluating, and communicating information 6.4 The student will investigate and understand that there are basic sources of energy and that energy can be transformed. Key ideas include a. the sun is important in the formation of most energy sources on Earth; b. Earth’s energy budget relates to living systems and Earth’s processes; c. radiation, conduction, and convection distribute energy; and d. energy transformations are important in energy usage. 6.6 The student will investigate and understand that water has unique physical properties and has a role in the natural and human-made environment. Key ideas include a. large bodies of water moderate climate; and b. water is important for agriculture, power generation, and public health. 6.7 The student will investigate and understand that air has properties and that Earth’s atmosphere has structure and is dynamic. Key ideas include d. there is a relationship between air movement, thermal energy, and weather conditions; e. atmospheric measures are used to predict weather conditions; and f. weather maps give basic information about fronts, systems, and weather measurements. 6.9 The student will investigate and understand that humans impact the environment and individuals can influence public policy decisions related to energy and the environment. Key ideas include a. natural resources are important to protect and maintain; b. renewable and nonrenewable resources can be managed; c. major health and safety issues are associated with air and water quality; d. major health and safety issues are related to different forms of energy; e. preventive measures can protect land-use and reduce environmental hazards; and f. there are cost/benefit tradeoffs in conservation policies.

PHYSICAL SCIENCE PS.5 The student will investigate and understand that energy is conserved. Key ideas include

PS.6 The student will investigate and understand that waves are important in the movement of energy.

EARTH SCIENCE ES.6 The student will investigate and understand that resource use is complex. Key ideas include a. global resource use has environmental liabilities and benefits; b. availability, renewal rates, and economic effects are considerations when using resources; c. use of Virginia resources has an effect on the environment and the economy; and d. all energy sources have environmental and economic effects. ES.10 The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations. Key ideas include a. chemical, biological, and physical changes affect the oceans; b. environmental and geologic occurrences affect ocean dynamics; c. unevenly distributed heat in the oceans drives much of Earth’s weather; d. features of the sea floor reflect tectonic and other geological processes; and e. human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay. ES.12 The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and the land. Key ideas include a. weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans; b. weather patterns can be predicted based on changes in current conditions; c. models based on current conditions are used to predict weather phenomena; and d. changes in the atmosphere and the oceans due to natural and human activity affect global climate.

LIFE SCIENCE LS.9 The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include

a. energy can be stored in different ways;

a. changes in habitat can disturb populations;

b. energy is transferred and transformed; and

b. disruptions in ecosystems can change species competition; and

c. energy can be transformed to meet societal needs.

c. variations in biotic and abiotic factors can change ecosystems.

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On NEED’s SmugMug page, you’ll find pictures of NEED students learning and teaching about energy. Would you like to submit images or videos to NEED’s gallery? E-mail info@NEED.org for more information. Also use SmugMug to find these visual resources:

Online Graphics Library

Follow us on Twitter. We share the latest energy news from around the country, @NEED_Project. Follow us on Instagram and check out the photos taken at NEED events, instagram.com/theneedproject. Follow us on Pinterest and pin ideas to use in your classroom, Pinterest.com/NeedProject.

Would you like to use NEED’s graphics in your own classroom presentations, or allow students to use them in their presentations? Download graphics for easy use in your classroom.

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AWESOME EXTRAS

NEED Energy Booklist

Looking for more resources? Our Awesome Extras page contains PowerPoint presentations, helpful energy sites, and other great resources to compliment what you are teaching in your classroom! This page is available under the Educators tab at www.NEED.org/ educators/awesome-extras/.

Looking for cross-curricular connections, or extra background reading for your students? NEED’s booklist provides an extensive list of fiction and nonfiction titles for all grade levels to support energy units in the science, social studies, or language arts setting. Check it out at www.NEED.org/booklist/.

The Blog

U.S. Energy Geography

We feature new curriculum, teacher news, upcoming programs, and exciting resources regularly. To read the latest from the NEED network, visit www.NEED.org/about-need/news/.

Evaluations and Assessment

Maps are a great way for students to visualize the energy picture in the United States. This set of maps will support your energy discussion and multi-disciplinary energy activities. Go to www.need.org/resources/ energy-in-society to see energy production, consumption, and reserves all over the country!

Building an assessment? Searching for standards? Check out our Evaluations page for a question bank, NEED’s Energy Polls, sample rubrics, links to standards alignment, and more at www.NEED.org/educators/evaluations-assessment/.

E-Publications The NEED Project offers e-publication versions of various guides for in-classroom use. Guides that are currently available as an e-publication can be found at www.issuu.com/theneedproject.

Energy From Offshore Wind Teacher Guide

www.NEED.org

Energy From Offshore Wind Evaluation Form State: ___________

Grade Level: ___________

Number of Students: __________

1. Did you conduct the entire unit?



Yes



2. Were the instructions clear and easy to follow?



Yes



3. Did the activities meet your academic objectives?



Yes



4. Were the activities age appropriate?



Yes



5. Were the allotted times sufficient to conduct the activities?



Yes



6. Were the activities easy to use?



Yes



7. Was the preparation required acceptable for the activities?



Yes



8. Were the students interested and motivated?



Yes



9. Was the energy knowledge content age appropriate?



Yes



10. Would you teach this unit again?



Yes



Please explain any “no” statements below

How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project

8408 Kao Circle FAX: 1-800-847-1820 Manassas, VA 20110 Email: info@need.org

Energy From Offshore Wind Teacher Guide

www.NEED.org

National Sponsors and Partners Adapt2 Solutions Alaska Electric Light & Power Company American Electric Power Foundation American Fuel & Petrochemical Manufacturers Arizona Sustainability Alliance Armstrong Energy Corporation Robert L. Bayless, Producer, LLC Baltimore Gas & Electric Berkshire Gas - Avangrid BG Group/Shell BP America Inc. Blue Grass Energy Bob Moran Charitable Giving Fund Boys and Girls Club of Carson (CA) Buckeye Supplies Cape Light Compact–Massachusetts Central Alabama Electric Cooperative CLEAResult Clover Park School District Clovis Unified School District Colonial Pipeline ComEd Confluence ConocoPhillips Constellation Delmarva Power Dominion Energy, Inc. Dominion Energy Charitable Foundation DonorsChoose Duke Energy Duke Energy Foundation East Baton Rouge Parish Schools East Kentucky Power EcoCentricNow EDP Renewables EduCon Educational Consulting Enel Green Power North America Eugene Water and Electric Board Eversource Exelon Exelon Foundation Exelon Generation Foundation for Environmental Education FPL The Franklin Institute George Mason University – Environmental Science and Policy Georgia Power Gerald Harrington, Geologist Government of Thailand–Energy Ministry Green Power EMC Greenwired, Inc.

Guilford County Schools–North Carolina Honeywell Houston LULAC National Education Service Centers Iowa Governor’s STEM Advisory Council Scale Up Illinois Clean Energy Community Foundation Illinois International Brotherhood of Electrical Workers Renewable Energy Fund Illinois Institute of Technology Independent Petroleum Association of New Mexico Jackson Energy James Madison University Kansas Corporation Energy Commission Kansas Energy Program – K-State Engineering Extension Kentucky Office of Energy Policy Kentucky Environmental Education Council Kentucky Power–An AEP Company League of United Latin American Citizens – National Educational Service Centers Leidos LES – Lincoln Electric System Liberty Utilities Linn County Rural Electric Cooperative Llano Land and Exploration Louisiana State Energy Office Louisiana State University – Agricultural Center Mercedes-Benz USA Minneapolis Public Schools Mississippi Development Authority–Energy Division Motus Experiential National Fuel National Grid National Hydropower Association National Ocean Industries Association National Renewable Energy Laboratory NC Green Power Nebraskans for Solar NextEra Energy Resources Nicor Gas NCi – Northeast Construction North Shore Gas Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corporation Omaha Public Power District Pacific Gas and Electric Company PECO Peoples Gas

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

Pepco Performance Services, Inc. Permian Basin Petroleum Museum Phillips 66 PNM PowerSouth Energy Cooperative Providence Public Schools Quarto Publishing Group Prince George’s County Office of Sustainable Energy (MD) Renewable Energy Alaska Project Rhoades Energy Rhode Island Office of Energy Resources Rhode Island Energy Efficiency and Resource Management Council Salal Foundation/Salal Credit Union Salt River Project Salt River Rural Electric Cooperative C.T. Seaver Trust Secure Futures, LLC Shell Shell Carson Shell Chemical Shell Deer Park Singapore Ministry of Education SMECO SMUD Society of Petroleum Engineers South Carolina Energy Office SunTribe Solar Tri-State Generation and Transmission TXU Energy United Way of Greater Philadelphia and Southern New Jersey Unitil University of Kentucky University of Louisville University of Maine University of North Carolina University of Rhode Island University of Tennessee University of Texas Permian Basin University of Wisconsin – Platteville U.S. Department of Energy U.S. Department of Energy–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy - Water Power Technologies Office U.S. Department of Energy–Wind for Schools U.S. Energy Information Administration United States Virgin Islands Energy Office We Care Solar

Energy from Offshore Wind (Teacher Guide)

Articles inside

Applicable SOLs for Activities

Turbine Assembly Instructions

Online Resources

Measuring Electricity Master

Teacher Guide

4-Blade Windmill Template Master

Standards Correlation Information

Wind Energy Assessment

Rubrics for Assesment

Materials

Genecon Activities

Digital Anemometer Master